Ready or not, here we come!

Innovations in College and Career Readiness

Fall 2013 ICCCA Annual ConferenceNovember, 13-15

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Demographics of our College/District The challenge facing MCC State of Illinois Trends in College Readiness Addressing the challenge Responding through strong partnerships Objectives of partnership Results Lessons learned

Outline of Presentation

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Demographics of the College

Mission Size of College Number of Programs Recent Enrollment Spike Tuition Employees

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Demographics of the District

Location of College

District

Population

Degree Attainment

High School Information

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The challenge facing MCC

“Strategic Metrics: What We’ve learned” report, July 14, 2010 VPAC Retreat, Joe Baumann, Office of Institutional Research & Planning, MCC

4 year trend at MCC

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The challenge facing MCC

“Strategic Metrics: What We’ve learned” report, July 14, 2010 VPAC Retreat, Joe Baumann, Office of Institutional Research & Planning, MCC

In 2010 62% or 1114 of the 1797 high school students who came to MCC enrolled in developmental Education

Of the 1797 recent grads, 1026 or 57% required remediation in at least one developmental mathematics course

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50% average of first-time community college students in Illinois take at least one remedial course when they enter college before they can start college-level work

Of all Illinois community college students enrolled in developmental education courses, 82% were enrolled in at least one developmental math course.

Only 14% of developmental education students end up graduating in three years

In Illinois, community colleges spent $120.8 million in FY 2007. Public universities spent $5.2 million. The cost is higher today. Nationally, it costs over $1 Billion to fund developmental education

Illinois P-20 Council and the Higher Education Partnership Presentation, March 2010 cited in the Source: U.S. Census Bureau, American Community Survey, Public Use Micro-data Sample Illinois Community College Board. (2012). Developmental Education Data Brief. Springfield, IL: Illinois Community College Board. UnpublishedComplete College America. (2011). Washington, D.C.: Complete College America. Retrieved August 2013 from: http://www.completecollege.org/docs/Illinois.pdf.

State of Illinois trends in College Readiness

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In the Fall of 2010, MCC hosted the first ever College and Career Readiness forum for the McHenry County high schools

Shared the data collected on the increasing number of high school students who were graduating, enrolling at MCC, and placing into developmental (remedial, non-credit) courses

Keynote Speaker, Panel of Experts, Breakout Sessions

MCC and District faculty, staff and administrators took the COMPASS Placement Exam

Addressing the Challenge

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Utilized the county’s Board of Control(BOC) structureGroup of High School Superintendents

BOC typically focuses on issues revolving around Perkins based program

The group was alarmed that such a high percentage of students were testing into developmental education

Distributed college readiness data to each high school superintendent individually

Addressing the Challenge

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Responding through strong partnerships

BOC and McHenry County College developed the Alliance for College and Career Readiness

Leadership for the Alliance came from administrators at MCC and members of the BOC

MCC participants included: Associate Dean of College and Career Readiness Assistant Vice President of Academic and Student Affairs

BOC participants included: All high schools in MCC’s district are represented Regional Superintendent Assistant Superintendents and curriculum directors McHenry County Employment for Education Coordinator

Conley, D. T. (2009). Rethinking college readiness. Update on Research and Leadership, 20(2). Champaign, IL: Office of Community College Research and Leadership, University of Illinois

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Responding through strong partnerships The Alliance utilized David Conley's Framework for College and

Career Readiness to develop an overarching goal

Upon leaving high school students will:

be prepared for a seamless transition directly into college level courses

progress towards the completion of a credential which leads to a career or matriculation to a four year institution

The Alliance developed working objectives utilizing the overarching goal

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Objectives to accomplish goal

Objective 1: Alignment of Curriculum from High School to MCC

Objective 2: Develop Student’s Career Goals

Objective 3: Increase Access and College and Career Awareness among Students and their Parents

Objective 4: Develop and Utilize Intervention Strategies for Standardized/High Stakes Testing

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Objectives to accomplish goal Teams were developed to work on each objective Teams included Faculty, Staff, and Administrators from

High School, College, and Community Team names:

College and Career Readiness Transition Team English, Reading and Writing Team Mathematics Team Administrative Team STEM Team (In development)

Team developed strategies for each objective

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Strategies: Literacy Workshops for secondary and post-secondary

mathematics instructors

Bridging the Gap Initiative: aligning the Common Core Standards between secondary and post-secondary institutions

Articulated Courses in Mathematics

Summer Academies for 8th graders and secondary school students

Objective 1: Align Curriculum from High School to MCC

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Objective 2: Develop Student’s Career Goals

Strategies:

Dual Credit Expansion Programs of Study educational road map initiative

http://www.mchenry.edu/cpathways/ Career Fairs for Middle School Students Kids and College Summer Program

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Objective 3: Increase access and awareness of College and Career Readiness among Students and their Parents

Strategies:

MCC Recruitment Office collaboration with middle school guidance offices in the district to build a college-going culture of early awareness and understanding of college processes and information

Parent University Initiative

College and Career Readiness Micro-site www.mchenry.edu/collegeready

MCC F.O.C.U.S. partnership with the Harvard School District

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Objective 4: Develop and Utilized Intervention Strategies for Standardized/High Stakes Testing

Strategies:

Math Refresher Sessions/COMPASS Placement Prep

ACT Prep

MCC Testing Center and Recruitment Office collaboration with service district Directors of Guidance to provide test preparation for students

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Articulated MathFY 2013, 71 students participated from two schools

41% College ready + 8% Placed out of elementary algebra = 49% Improved math placement

FY 2014, 300 plus students will participate from an additional four schools who have joined the Articulated Math Partnership

Summer Math Academies for 8th GradersSummer 2012 = 12 ParticipantsSummer 2013 = 71 Participants

Objective 1 Results: Curriculum Alignment

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Dual Credit Programs:2009 – 2010, 534 student enrolled2010 – 2011, 1047 students enrolled (96% increase)2011 – 2012, 1097 students enrolled (5% increase)2012 – 2013, 1325 students enrolled (21% increase)4-year enrollment from 2009 – 2013, (148.1% increase)

Kids and College (STEM Curriculum)Summer 2012, 147 students enrolledSummer 2013, 492 students enrolled (30% increase)

Objective 2 Results: Career Development

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Programs of Study In 2009, 118 high school students

participated

Of the 118 students, 80 (68%) returned to MCC for a college education

Of the 80 students that enrolled at MCC, 50% enrolled in related curriculum in 2010-2011

Objective 2 Results: Career Development

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Parent University - Over 300 minority parents reached

F.O.C.U.S. – Over 1,000 minority students reached from 2010 – 2013

Increased number of minority students accessing MCC to complete a credential

Objective 3 Results: Access and Awareness

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Since the summer of 2011, thirty-three (33) Math Refresher mini-courses, enrolling 150 high school students, have occurred

As a result of over 150 students participating in the Math Refresher mini-course and retaking the COMPASS placement exam, students have collectively “skipped” 56 semesters of developmental math

two high schools piloted holding the Math Refresher mini-courses at their sites, each with 30 students

Starting in January, 2014, ten high schools are holding Math Refresher mini-courses at their sites, impacting an additional 300+ students.

Objective 4 Results: Standardized/High Stakes Testing

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College and Career Readiness: More Students Prepared

57% of high school students enrolled in developmental math courses in 2010

43% of high school students enrolled in developmental math courses in 2013

Decrease of 14%

Overarching Goal Results

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Overarching Goal ResultsIncrease in completion of a credential

Number of Students Awarded Degrees and Certificates

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Realized MCC was not organized for College and Career Readiness

Re-Organized its Student Services Division

Associate Dean of College and Career Readiness Coordinator of College and Career Readiness Department Chair for College Success Studies (Focus on

Developmental Education) Manager of Admissions and Recruitment Dean of Academic Development

Lessons Learned

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Partnerships are key

Plan for scaling up successful strategies

Strategies to address returning adults

Must have buy in from top/down; from high school constituents; from faculty at the college level

Key components of the k-12/community college structure that need to be aligned: curriculum, placement, programs, common core standards, expectations, goals, objectives, etc.

Lessons Learned

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Presenters

Juletta Patrick – Assistant Vice President, Academic and Student Affairs, MCC, jpatrick@mchenry.edu

Tony Capalbo – Associate Dean of College and Career Readiness, tcapalbo@mchenry.edu

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Questions?